Understanding Feelings

Overview

• Age Group: Reception (4-5 years)
• Duration: 30 minutes
• Class Size: 30 pupils
• Subject: Personal, Social, Health and Economic Education (PSHE)
• Curriculum Reference:
  • Early Years Foundation Stage (EYFS) - Personal, Social and Emotional Development (PSED)
  • Development Matters:
    • Self-Regulation: Children express their feelings and consider the feelings of others
    • Managing Self: Children learn to manage personal needs
    • Building Relationships: Show sensitivity to others’ needs and feelings

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Learning Objectives

By the end of the session, children will be able to:

1. Recognise and name different emotions, focusing on feeling worried or anxious.
2. Understand that it is okay to feel worried sometimes.
3. Begin to express their own feelings and listen to others.
4. Develop empathy by discussing the feelings of the little worried caterpillar.
5. Identify strategies to help manage feelings of worry or anxiety in themselves.

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Resources

• Storybook: The Little Worried Caterpillar by Ross Burach
• Emotion flashcards (happy, sad, worried, calm, excited)
• Large visual feelings chart/poster
• Simple "Feelings Faces" drawing worksheet (for SEN support)
• Soft toy caterpillar (for role play)
• Calm corner set-up or quiet area for emotion regulation activities

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Lesson Structure

1. Introduction (5 minutes)

• Welcome children and settle them in a circle.

• Briefly introduce the storybook The Little Worried Caterpillar.

• Show the cover and ask children what they think the story might be about.

• Introduce the emotion 'worried' using the emotion flashcards and feelings chart.

  Teacher prompt:
  "Who has ever felt worried? What does worried mean? How do you feel when you are worried?"

• Use simple relatable examples (e.g., waiting for a toy or meeting new friends).

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2. Story Time (10 minutes)

• Read The Little Worried Caterpillar slowly and expressively.

• Pause at key moments to check understanding and discuss emotions the caterpillar shows.

  Interactive questions:

  • Low ability: "How do you think the caterpillar feels here? Is he happy or worried?"
  • Middle ability: "Why do you think the caterpillar is worried? What is he thinking about?"
  • High ability: "What would you do if you were the little caterpillar? How could you help him feel better?"

• For SEN pupils: Use visual supports and repeat key phrases; allow engagement through pointing or expression cards.

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3. Discussion and Reflection (8 minutes)

• Reflect on the emotions and relate to children's personal experiences.

• Use the soft toy caterpillar to role-play situations where the caterpillar feels worried and demonstrate calming strategies (e.g., deep breaths, asking a friend for help).

  Support questions:

  • Low ability: "Can you make a worried face? Can you make a happy face?"
  • Middle ability: "When you feel worried, what helps you feel better?"
  • High ability: "Can you tell me a time you felt worried and what you did to feel better?"

• For SEN: Use simple sentence starters, visual prompts, and allow responses through pointing or gesture.

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4. Activity – Drawing Emotions (5 minutes)

• Provide children with a "Feelings Faces" worksheet.
• Ask children to draw or colour a face showing how they feel when they are worried and how they look when they feel happy or calm.
• SEN support: Provide pre-drawn outlines for children to colour and label with adult support.

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5. Plenary and Assessment (2 minutes)

• Gather children back in the circle.
• Recap the main points: "It’s okay to feel worried sometimes. We can share our feelings with friends and grown-ups."
• Ask a few children (including those with SEN) to share their drawings or feelings in one or two words.
• Assess understanding through observation of participation and responses to questions during discussion.

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Differentiation and SEN Support

Group	Support Strategies
Low ability	Use simple language, visual aids, model facial expressions, yes/no questions
Middle ability	Encourage short sentences, extend vocabulary, group discussions
High ability	Encourage reasoning, open-ended questions, peer explanations
SEN	Visual timetables, clear routines, simplified instructions, sensory breaks, adult support for communication

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Curriculum Links

• EYFS Framework (Dfe 2021): Personal, Social and Emotional Development

  • Self-Regulation - "Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly."
  • Building Relationships - "Work and play cooperatively and take turns with others."
  • Managing Self - "Express their feelings and consider the feelings of others."

• Statutory Framework for EYFS 2021

  • This lesson supports the prime area of PSED, essential for children’s mental health and well-being.

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WOW Factor Ideas for Teachers

• Use puppetry or props (soft toy caterpillar) to bring the story alive and increase engagement.
• Incorporate a calm breathing exercise using a bubble wand to visually demonstrate slow breaths and relaxation after the story.
• Have a “Feelings Wall” in the classroom where children can add their emotion drawings from the session or use a feelings chart daily to foster emotional literacy beyond the lesson.
• Use multimedia by showing short animations or emotion songs after the reading to reinforce learning in a multisensory way.

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End of Lesson Plan